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Huberty & Josephs PowerPoint Presentation
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Huberty & Josephs

Huberty & Josephs

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Huberty & Josephs

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  1. Grade Level Meetings 2011 Huberty & Josephs

  2. Donald Graves says… “When I conducted the Ford Foundation study I found that if students had one good teacher of writing in their entire career, irrespective of grade level, they could be successful writers. Be that one teacher.”

  3. Comfort Scale Where am I? 1 2 3 4 1 = Uncomfortable teaching writing and would rather go to the dentist. 2 = Semi-comfortable teaching writing but would like to learn more. 3= Comfortable at teaching writing, just let me go. 4= Very comfortable at teaching writing, trained by & best friends with Lucy Calkins. Actually, I should be in Mary’s size 9’s… right now.

  4. Research Research Principle 1 • There are fundamental traits of all good writing, and students write well when they learn to use these traits. Research Principle 2 • Using a writing process to teach the complex task of writing increases student achievement. Research Principle 3 • Students benefit from teaching that offers direct instruction, guided practice, and independent practice. Research Principle 4 • To write well, writers need ample time to write every day. Research Principle 5 • Writing and reading are joined processes, and students learn best when writing and reading instruction are coordinated.

  5. HSSD K-12 Writing Beliefs We believe that writing improves when: • Students write to convey a message appropriate for the audience. • Students write every day for a sustained period. • Students see their teachers as writers. • Students are engaged in nonfiction and fiction writing. • Teachers include writing specific to their content area. • Students use text models to understand an author’s craft. • Writing involves student choice (i.e. genre, topic, format, thesis). • Ideas and thought development, rather than conventions, are the focus of a first draft. • Students and teachers share a common language to talk about their writing. • Students confer with teachers and/or peers about their writing throughout the writing process. • Students receive guidance and feedback and are held to high expectations. • Rubrics are utilized by students for reflection and goal setting and by teachers to drive instruction and to evaluate. • Students revise and edit throughout the writing process. ~Written and approved by District Writing Committee 2009-2010

  6. THINK, Write, Turn and Talk • Which beliefs are part of your current practice? • Which beliefs are not part of your current practice? What is getting in your way?

  7. Writing Workshop Model • Relates to our belief statements • Relates to Common Core (Standard 10)

  8. Consistent, coherent framework “If the writing workshop is always changing, always haphazard, children remain pawns waiting for their teacher’s agenda. For this reason and others, I think it is so important for each day’s workshop to have a clear, simple structure. Children should know what to expect. This allows them to carry on; it frees the teacher from choreographing activities and allows time for listening. How we structure the workshop is less important than that we structure it.” (A Guide to the Writing Workshop, page 36) Writing Workshop Animation:http://www.hollynowalk.com/writing.html

  9. Clay • Create an object • Put the object away

  10. Workshop Framework • Mini-lesson (10 minutes) • Writing and Conferring • Share • students regroup for closing point • celebrates exemplary student work • fosters conversations with writing partners ***Tailoring Your Teaching

  11. Common Core State Standards • Model how to “Unpack” Standard #5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Model, confer… Give your writing a makeover! Revise, caret, (vocabulary terms), anchor chart of ‘How to Revise” … • There needs to a forum for sharing. • Model good questioning.

  12. Common Core State Standards • 10 minutes Walk and Talk: • What do kids need to know and be able to do? (Unpack the standard phrase by phrase.) • What could this look like in your classroom?

  13. Share: What does this look and sound like in a classroom?What did you talk about? 20 heads are better than Lisa’s. Standard Look/Sound #1.

  14. Resources Lesson Plans in the I DO, WE DO, YOU DO framework: http://www.readworks.org/ Writing Plans by Grade Level: http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/planning_guides/1/index.shtml Interactive Genre Writing: http://www.writingfun.com/ Sample Anchor Charts: http://hollynowalk.shutterfly.com/204 Student Genre Samples: http://www.thewritesource.com/studentmodels/ Six Trait Posters: http://www.writingfix.com/PDFs/6_Traits/Building_Traits_Overview.pdf Sample K-2 Lessons Linked to the Core: http://ywp.nanowrimo.org/le_curriculum

  15. Common Core http://www.corestandards.org/ 1.      ELA Standards 2.      ELA Standards Appendix A 3.      ELA Standards Appendix B 4.      ELA Standards Appendix C

  16. Time to Talk What do you want to talk about for the ‘good of the order’? http://www.youtube.com/watch?v=5P6UU6m3cqk

  17. Thank you for your time and attention!Thank you for all you do! • http://www.youtube.com/watch?v=d_pGiUeVFEU&feature=related